Sustainability & Scaling & Failure of Friday In-service Day George Sugai & Rob Horner OSEP Center on PBIS University of Oregon Center for Behavioral Education & Research University of Connecticut April 24, 2008 www.cber.org www.pbis.org George.sugai@uconn.edu Sr+ Wing – Jack, Randy, Ronnie, Teri, Tim, Janet, High Bar – Dean & Bruce

Purpose

Purpose Provide overview of "lessons learned" from efforts to sustain & scale-up school-wide continuum of evidence-based behavioral practices & systems in schools. Why have traditional system change approaches struggled to improve social & behavioral outcomes & climate of schools? What have we learned about impediments & facilitators of accurate, sustainable, & scalable implementation of SWPBS? Self-stim on a couple of topics w/in broad, general, & incomplete presentation.

Problem Statement “We give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training.”

Friday In-Service

“141 Days!” Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs

Friday In-service: “Train & Hope”

SWPBS?

SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)

SWPBS is about…. Improving classroom & school climate Decreasing reactive management Maximizing academic achievement Improving support for students w/ EBD Integrating academic & behavior initiatives

WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE? Surgeon General’s Report on Youth Violence (2001) Coordinated Social Emotional & Learning (Greenberg et al., 2003) Center for Study & Prevention of Violence (2006) White House Conference on School Violence (2006) Positive, predictable school-wide climate High rates of academic & social success Formal social skills instruction Positive active supervision & reinforcement Positive adult role models Multi-component, multi-year school-family-community effort

Supporting Social Competence & SWPBS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS RED STAR – wake up neighbor PRACTICES Supporting Student Behavior

School-wide Classroom Family Non-classroom Student SWPBS Subsystems & “Practice Elements” School-wide Classroom Family Non-classroom Student

School-wide 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation

Positive expectations & routines taught & encouraged Non-classroom Positive expectations & routines taught & encouraged Active supervision by all staff Scan, move, interact Precorrections & reminders Positive reinforcement

Classroom Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cues taught & encouraged Ratio of 6-8 positive to 1 negative adult-student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors Effective academic instruction & curriculum

Individual Student Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning & wraparound processes Targeted social skills & self-management instruction Individualized instructional & curricular accommodations

Family Continuum of positive behavior support for all families Frequent, regular positive contacts, communications, & acknowledgements Formal & active participation & involvement as equal partner Access to system of integrated school & community resources

Lessons Learned

1. IMPLEMENTATION PHASES 2. 3. Local & Documented Demonstrations w/ Fidelity Need, Agreements, Adoption, & Outcomes 1. IMPLEMENTATION PHASES 2. Sustained Capacity, Elaboration, & Replication 4. Systems Adoption, Scaling, & Continuous Regeneration 3.

Sustainability + Scaling Organizational capacity for & documentation of accurate & expanded implementation (90%) of evidence-based practice across desired context (e.g., district, classroom, school-wide, nonclassroom) over time w/ local resources & systems for continuous regeneration.

PBS Systems Implementation Logic Visibility Funding Political Support Leadership Team Active Coordination Training Coaching Evaluation Local School Teams/Demonstrations

Local Implementation Capacity SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION Continuous Self-Assessment Relevance Priority Efficacy Fidelity Valued Outcomes Effective Practices Practice Implementation Local Implementation Capacity

Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings SAY: One of the most important organizing components of PBS is the establishment of a continuum of behavior support that considers all students and emphasizes prevention. This logic of this 3-tiered approach is derived from the public health approach to disease prevention. All students and staff should be exposed formally and in an on-going manner to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to be affected. Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBS effort. If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (c) strength-based and instructionally oriented, (d) continuously evaluated and enhanced, and (e) linked to the school-wide PBS approach. ~80% of Students

Identify existing practices by tier Specify outcome for each effort CONTINUUM of SWPBS TERTIARY PREVENTION Function-based support Wraparound/PCP Special Education Alignment Audit Identify existing practices by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline Effective instruction Parent engagement ~80% of Students

Initiative, Project, Committee Working Smarter Initiative, Project, Committee Purpose Outcome Target Group Staff Involved SIP/SID/etc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group

Sample Teaming Matrix Initiative, Committee Purpose Outcome Target Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All students Eric, Ellen, Marlee Goal #2 Character Education Improve character Marlee, J.S., Ellen Goal #3 Safety Committee Improve safety Predictable response to threat/crisis Dangerous students Has not met School Spirit Committee Enhance school spirit Improve morale Discipline Committee Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis DARE Committee Prevent drug use High/at-risk drug users Don EBS Work Group Implement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades Eric, Ellen, Marlee, Otis, Emma

RtI IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED INTERVENTIONS STUDENT PERFORMANCE CONTINUOUS PROGRESS MONITORING DATA-BASED DECISION MAKING & PROBLEM SOLVING UNIVERSAL SCREENING RtI

Continuum of Support for ALL RTI Continuum of Support for ALL Universal Targeted Intensive Few Some NOTICE GREEN GOES IS FOR “ALL” All Dec 7, 2007

“Big Ideas”

PBIS Messages Measurable & justifiable outcomes On-going data-based decision making Evidence-based practices Systems ensuring durable, high fidelity of implementation

Closing (Incomplete) Thoughts Give priority to evidence-based practices Establish local & fluent knowledge, skill, & systems capacity Emphasize link between leadership behavior to organizations outcomes Institutionalize outcomes, data, practices, & systems Plan for competent future generations Provide regular & overt positive reinforcement across all levels of organization Build frequent & formal routines for self-assessment & systemic regeneration (Dean’s clothes)

George.sugai@uconn.edu Robh@uoregon.edu www.pbis.org www.cber.org www.scalingup.org